In observing my coordinating teacher, I can see how she manages internal and external disruptions to her class. Some of the disruption include students talking very quietly with their peers, instead of paying attention and writing notes. Occasionally, some of the boys in the back take part in some horse play (hiding someone's ruler, etc.). One student has a habit of asking questions that are not relavant to the lesson, but just wants to have some attention. Some external disruptions include occasional announcements on the loud speaker. My coordinating teacher manages each type of disruption differently.
If students are talking quietly during the lecture portion of the lesson, my coordinating teacher will quickly tell the students to pay attention in a nice way without losing the flow of the lecture. If there are quick external annoucements on the loudspeaker that disrupt the class, my coordinating teacher asks a specific question, relating to what she was talking about prior to the interruption, to get the class back on track. For the student who is seeking attention by asking irrelavant questions, the teacher addresses that question by saying to the student: That is a good question. Lets focus on the lecture first because you will see at the end how it relates to (some real world application). If we have time at the end, you and I can talk about your question. If students are conducting horse play, the teacher will stop what she is doing and say that your actions are disrupting the other students from learning.
Reflections:
If a student(s) disturbs the flow of a lesson, directly or indirectly, my teacher addresses the disturbances by getting the student's focus back on the lesson, without alienating the student or having the student feel like a bad person. She allows the students to feel like they are all part of the same team that will learn something new together. I agree with this style of management. In terms of managing disruptive students, I do not think I will take the role of an army leader. Instead of having disruptive students feel bad, my goal in managing disruptive students is to refocus their attention to the goal of the lesson by giving these students a valid reason to pay attention. I will probably have all of the disruptions that my coordinating teacher faces.
My vision for teaching science is to peak a student's interest by presenting real world application of scientific principles. I think keeping this vison in mind will be very useful in steering the disruptive student's focus onto the objectives of the lesson. If I can captivate a student's attention by linking a lesson's objective to real world applications, I will be able to minimize the disruptions in class.
Observations:
In observing my coordinating teacher, I can see how she manages internal and external disruptions to her class. Some of the disruption include students talking very quietly with their peers, instead of paying attention and writing notes. Occasionally, some of the boys in the back take part in some horse play (hiding someone's ruler, etc.). One student has a habit of asking questions that are not relavant to the lesson, but just wants to have some attention. Some external disruptions include occasional announcements on the loud speaker. My coordinating teacher manages each type of disruption differently.If students are talking quietly during the lecture portion of the lesson, my coordinating teacher will quickly tell the students to pay attention in a nice way without losing the flow of the lecture. If there are quick external annoucements on the loudspeaker that disrupt the class, my coordinating teacher asks a specific question, relating to what she was talking about prior to the interruption, to get the class back on track. For the student who is seeking attention by asking irrelavant questions, the teacher addresses that question by saying to the student: That is a good question. Lets focus on the lecture first because you will see at the end how it relates to (some real world application). If we have time at the end, you and I can talk about your question. If students are conducting horse play, the teacher will stop what she is doing and say that your actions are disrupting the other students from learning.
Reflections:
If a student(s) disturbs the flow of a lesson, directly or indirectly, my teacher addresses the disturbances by getting the student's focus back on the lesson, without alienating the student or having the student feel like a bad person. She allows the students to feel like they are all part of the same team that will learn something new together. I agree with this style of management. In terms of managing disruptive students, I do not think I will take the role of an army leader. Instead of having disruptive students feel bad, my goal in managing disruptive students is to refocus their attention to the goal of the lesson by giving these students a valid reason to pay attention. I will probably have all of the disruptions that my coordinating teacher faces.My vision for teaching science is to peak a student's interest by presenting real world application of scientific principles. I think keeping this vison in mind will be very useful in steering the disruptive student's focus onto the objectives of the lesson. If I can captivate a student's attention by linking a lesson's objective to real world applications, I will be able to minimize the disruptions in class.